Journal article
Learning how to break bad news from worked examples: Does the presentation format matter when hints are embedded? Results from randomised and blinded field trials.
- Schmitz FM Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: felix.schmitz@iml.unibe.ch.
- Schnabel KP Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: kai.schnabel@iml.unibe.ch.
- Bauer D Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: daniel.bauer@iml.unibe.ch.
- Woermann U Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: ulrich.woermann@iml.unibe.ch.
- Guttormsen S Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: sissel.guttormsen@iml.unibe.ch.
- 2020-04-19
Published in:
- Patient education and counseling. - 2020
Audio-video demonstration
Comparative study
Computer-assisted instruction
Medical students
Patient simulation
Text demonstration
Truth disclosure
English
OBJECTIVES
Video-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples.
METHODS
One-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented.
RESULTS
Only a main effect of 'hints' was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups.
CONCLUSIONS
Independent of their presentation format, worked examples with hints best foster students' BBN skills learning.
PRACTICE IMPLICATIONS
In addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort.
Video-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples.
METHODS
One-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented.
RESULTS
Only a main effect of 'hints' was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups.
CONCLUSIONS
Independent of their presentation format, worked examples with hints best foster students' BBN skills learning.
PRACTICE IMPLICATIONS
In addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort.
- Language
-
- English
- Open access status
- closed
- Identifiers
-
- DOI 10.1016/j.pec.2020.03.022
- PMID 32303364
- Persistent URL
- https://sonar.ch/global/documents/46814
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